LLED 325

1. LLED 325 25 novembre 2013

2. Aujourd’hui – 325 et 450 13h00 à 14h00: LLED 325 • Principe 9 : La planification et l’évaluation favorisent l’apprentissage d’une langue • Planification à rebours (Understanding By Design) • L’évaluation (revue) 14h00 à 14h50: EDUC 450 – Choix d’une enquête – ma recherche 15h00 à 16h00: EDUC 450 – Billet d’entrée et lectures 16h00 à 16h50: LLED 325 (Suite, questions, prochaines étapes) • Explication du travail indépendant pour le cours de 325 • Séquence de leçons (unité) • Grille d’évaluation

3. Revue en groupes… Quelles sont les trois étapes de la planification à rebours? Quelle est, d’après vous, la plus grande différence entre la planification à rebours et la planification traditionnelle? Qu’est-ce que distingue l’enseignement axé sur les concepts de l’enseignement axé sur les sujets (Concept-based vs. Topic-basedteaching)? Quelles sont les trois buts (types) d’enseignement?

4. Jay McTighe on UbD http://www.youtube.com/watch?v=d8F1SnWaIfE

5. Etape1: Planificationàrebours Résultatsdésirés • Sujet/niveau • Thème (Big Idea) • Objectifsd’apprentissage • Idéescentrales (Enduring Understandings) • Questions essentielles • Connaissances et Habiletés

6. BIG IDEAS (Thèmes) • An abstract and transferable concept, theme, theory or process • At the heart of the subject or topic • Important, enduring and transferable • The ‘building blocks’ of understanding • Help ‘connect the dots’ of fragmented lists of PLOs

7. ‘Big Ideas’ • L’adaptation • La transformation • L’énergie • L’exploration • La liberté • La culture • La justice • L’égalité • La migration • Les modèles, les régularités • Le pouvoir • La résolution de problèmes • La révolution • Le conflit • Good vs. Evil

8. Unpacking the Learning Goals (PLOs) • PLOs imply BIG IDEAS • Look carefully at the nouns, adjectives and verbs in the PLO • The nouns and adjectives indicate the implied BIG IDEAS that will be used to create an Enduring Understanding

9. You’ve got to go below the surface… …to really uncover the big ideas!

10. Grade 11 Earth Science Prescribed Learning Outcome: • Demonstrate knowledge about the origins of the universe and about astronomical entities BIG IDEAS: • Big Bang Theory • Scientific investigation • Creation vs. Evolution

11. Sciences humaines– 4e • B1  distinguer les caractéristiques de diverses cultures autochtones de la C.-B. et du Canada • B2  montrer ses connaissances sur les premières explorations européennes de la C.-B. et du Canada • B3  décrire les conséquences des premiers contacts entre les sociétés autochtones traditionnelles et les explorateurs et colons européens • Grandes idées?? • IDENTITE, SOCIETE, CULTURE -

12. Enduring Understandings(Idéesprincipales) • Based on the big ideas and central to the discipline • Framed as full sentence statements • Help to structure and support a cohesive approach to multiple PLOs • Require “uncoverage” in order to be learned • Universal meaning beyond the specific unit of study • Lasting value beyond the classroom

13. Enduring Understandings - Examples Science Scientific theories are used to explain the origin of the universe. English Writers use a variety of stylistic techniques to engage and persuade their readers Music Music is a universal language to be read and understood. Le français ?? ??

14. Sciences humaines– 4e • B1  distinguer les caractéristiques de diverses cultures autochtones de la C.-B. et du Canada • B2  montrer ses connaissances sur les premières explorations européennes de la C.-B. et du Canada • B3  décrire les conséquences des premiers contacts entre les sociétés autochtones traditionnelles et les explorateurs et colons européens • IDENTITE, SOCIETE, CULTURE • Idées principales? -

15. New Design: Social Studies Grade 4

16. Big Ideas and Enduring Understandings What will the students remember for: 40 seconds? 40 minutes? 40 years?

17. Essential Questions “…It is easy to ask trivial questions….It is also easy to ask impossibly difficult questions. The trick is to find the medium questions that can be answered and that take you somewhere.” Jerome Bruner

18. Help us stay focused on the Enduring Understanding Address conceptual or philosophical foundations of the discipline Broad and open-ended Have no “right” answer; arguable and important to argue about Spark meaningful connections Foster deep and transferable knowledge Constantly and appropriately recur as a result of deeper learning as the unit progresses Provoke and sustain student inquiry – raise other questions Essential Questions

19. Big Ideas: change, similarities and differences, culture. Enduring Understanding:Communities change over time to meet people’s needs. ESSENTIAL QUESTIONS: What defines a community? What are the similarities and differences between communities? How and why do communities change? How do people’s needs affect change in a community? How do communities reflect the needs of people living in them? Examples of Essential Questions

20. Social Studies 4/5

21. Essential Questions - Examples How do we decide which scientific claims to believe? Are mathematical ideas inventions or discoveries? Does art reflect culture or shape it? Who owns what and why? How do the structures and functions of government interrelate? **Voir le nouveau curriculum (contenu et concepts) pour développer les questions essentielles

22. Essential Questions Asked to be argued Designed to “uncover” new ideas, views, lines of arguments. Set up inquiry, heading to new understandings. Leading Questions Asked as a reminder to prompt recall Designed to ‘cover’ knowledge Point to a single, straightforward fact-a rhetorical question. Essential vs. Leading Questions

23. Yes Examples: How do effective writers hook and hold their readers? What distinguishes fluent second language learners from native speakers? Who wins and who loses when technologies change? No Examples: What is foreshadowing? Can you find an example? What are some French colloquialisms that native speakers would use? Name four technologies that have improved human life. Essential Questions – Concept Attainment

24. When was the Canadian Constitution signed? What are the relationships between popularity and greatness in literature? What do masks and their use reveal about a culture? Name six mathematical ideas or discoveries. What makes writing worth reading? How should governments balance the rights of individuals with the common good? Essential Questions – Yes or No?

25. Essential Questions

26. Essential Questions

30. Essential Questions

31. Essential Questions

32. What next? From the Enduring Understandings and Essential Questions identify the knowledge and skills that students will gain.

33. Where to Differentiate?Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3

34. Backward Design Unit Template

35. Grant Wiggins on UbD http://www.youtube.com/watch?v=WsDgfC3SjhM

36. Backward Design Model – Stage 2 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction

37. Backward Design Model – Stage 2 ESSENTIAL QUESTIONS: • What is “valid” evidence of student learning? • How can we assess ‘deep understanding’ of learning? • How do we design “authentic” assessments?

38. The Researchers

39. Assessment 44 – Principles of Assessment • Assessment and evaluation practices must be aligned with essential curricular concepts, content, expectations and learning goals. • Assess only what has been taught, modeled and practiced • Allow students to use their strengths • Assess students’ in-depth understanding of key concepts, knowledge, and skills (Stage 1) (Hume 2010)

40. Assessment 44 – Principles of Assessment • Assessment methods must be appropriate for and compatible with the purpose and context of the assessment. • Formative assessment (for learning) must be ongoing, varied, and central to the instructional-learning cycle. • Formative assessment (as learning) must involve students in setting personal goals for learning and monitoring their progress through peer and self-assessment practices.

41. Les buts/types d’évaluation

42. Formative assessment and assessment practices have the largest impact on student achievement across different subjects, age groups, and across different countries Dylan Wiliam (2011)

43. Students must be provided with ongoing feedback that is clear, specific, and timely to support their progress towards achieving learning goals. 6. Summative assessments must be based on clear criteria (aligned to core competencies and curricular outcomes) and include a variety of opportunities for students to demonstrate their learning.

44. Les grilles d’évaluation du passé

45. Les grilles d’évaluation du passé Aspect

46. This is not a Rubric

47. Les grilles d’évaluation d’aujourd’hui

48. Les grilles d’évaluation d’aujourd’hui

49. Assessment methods must be differentiated to meet students’ diverse needs, interests, and learning styles. • Evaluation and grading must reflect achievement and progress over time in relation to specific learning outcomes or student goals; evaluation is tied to learning not behavior and attitude

50. 9. Communicating student learning must be clear, transparent, and ongoing, with a focus on performance standards-based language and meaningful descriptions, collections, and demonstrations of student learning. 10. Assessment and reporting practices and procedures support all students, including those with special needs and those who are learning a second or additional language.